100 Teaching Methods, tmo, Uncategorised |
Time needed: 5 – 10 min
Why? Learners reflect on their learning journey so far and list things they are now able to do that they weren’t previously able to do; this includes subtle elements such as being able to join in a group discussion which they had previously found difficult. Learners review the timescales for the remainder of their learning journey and adapt them where necessary. Learning pathway is described as the chosen route, taken by a learner through a range of (commonly) activities, which allows them to build knowledge progressively. With learning pathways, the control of choice moves away from the tutor to the learner.
When? Any time when you start with a topic as well when you on the way to review if the connection is still there between teacher and the student. Also in the end of a topic it is very helpful to look over every students learning pathway to evaluate their steps and find out missing knowledge.
How? Technically a learning path is merely a series of „learning steps“, like titles of part topics, Web addresses, a description or task text and some additional markings. In terms of substance, a learning path is the integration of individual learning tools into a whole learning process connected to one topic duration. It helps to organize learning processes, especially if they occur over longer periods of time.
Any risks? If you just install the learning path in the beginning of a topic and never look at it anymore, it is not really effective. Use such a learning path as a guidance for students for their self study progress.
100 Teaching Methods, tmo, Uncategorised |
Time needed: 10 – 15 min
Why? To develop a graphic involves knowledge, abstraction skills, phantasy and fun. This is a good methodology to evaluate if students taught topics already absorbed and how they really developed already an understanding about taught topics. While they draw such graphics they need to involve their absorbed knowledge to express those in a different presentation format.
When? Any time when you need evaluation and a fun method to relax study atmosphere as an instrument for you to find out how students absorbed taught topics already.
How? Give them a clear taught topic and ask students to form and draw a graphic involving the knowledge they have about the topic.
Any risks? Every student is different, some are very quick to fulfill such a task, others need longer and are not that skillful in drawing graphics, give them time and prepare for early finishers special additional tasks. Based on the fact that you involve another skill, to use that as the only evaluation instrument it is not enough. It is a good way as an additional instrument in addition with other evaluation evaluational instruments.
100 Teaching Methods, tmo, Uncategorised |
Time needed: 10 – 15 min
Why? To develop a graphic involves knowledge, abstraction skills, phantasy and fun. This is a good methodology to evaluate if students taught topics already absorbed and how they really developed already an understanding about taught topics. While they draw such graphics they need to involve their absorbed knowledge to express those in a different presentation format.
When? Any time when you need evaluation and a fun method to relax study atmosphere as an instrument for you to find out how students absorbed taught topics already.
How? Give them a clear taught topic and ask students to form and draw a graphic involving the knowledge they have about the topic.
Any risks? Every student is different, some are very quick to fulfill such a task, others need longer and are not that skillful in drawing graphics, give them time and prepare for early finishers special additional tasks. Based on the fact that you involve another skill, to use that as the only evaluation instrument it is not enough. It is a good way as an additional instrument in addition with other evaluation evaluational instruments.
100 Teaching Methods, tmo, Uncategorised |
Time needed: 2 – 5 min
Why? To find out what students know about the new topic and to make students interested in the new topic.
When? Any time when you want to introduce a new topic. Those quizzes are enjoyable and students like to do such games and its a good possibility to evaluate their foreknowledge.
How? Just collect some questions connected to the new topic and form a quiz. Don’t forget to reward winners.
Any risks? There is no real risk, the time frame is clear based on your preparation, also you will be surprised what students know about new topics already and also not just only the same students, it the chance for everyone to show what they know already.
100 Teaching Methods, tmo, Uncategorised |
Time needed: 2 – 5 min
Why? To structure and organize a given task, or evaluate students foreknowledge about a new topic.
When? Any time when you introduce a new topic or you give students to work at a new independent task to give them the chance to structure their work and find cross lines between different topics.
How? Its another way of brainstorming, just place the topic in the middle and let students give to you terms which they know about this topic already and place them around the main topic. A tag-cloud is just for collecting different connected terms to one topic, there is no need to place it in a certain order. In higher levels you could start to give those term order already, and develop a mind-map.
Any risks? It could be very time consuming, just give a clear time frame to finish the tag-cloud, it is a task which needs spontaneous and quick action.
100 Teaching Methods, tmo, Uncategorised |
Time needed: 5 – 10 min
Why? Every child likes to search what happen in families, parents, grandparents past. Special stories from grandparents and their experience of life every child like to listen to again and again.
When? Any time you think life connected experiences of the past can fit in your syllabus and subject topics.
How? Give students direct the task to ask parents and grandparents about their life experiences in different topics. Grandparents like to talk about the past, when they have been children how they lived. Parents like to talk about their study time in the university and how they met. Those personal connections you can use to ask the students to find out more about several topics. After that let them talk about their research in front of class to share it with their peers, every student is proud to give those information, because everyone is proud for the life experience and background of the own family. Some times you also can invite them as specialists to speak in front of your class, this is mostly very refreshing the lesson atmosphere and the students are very interested in those life experiences and direct contact with people who went through special life experiences.
Any risks? Children in difficult family situations, without parents or with separated parents, or without grandparents it could be not nice for them and hurting them, that everyone else has stories to tell except them. Calculate this and take special care for those children and give them special offers to whom they can ask, like a closed friend, or neighbor or guardians, or also a favorite teacher they feel closed to. Just don’t let those children alone and give them special support and guidance to overcome those sad family realities. It is also thinkable that they really want to talk about their own experiences to overcome sadness, give them the chance and special place and guidance for that.
100 Teaching Methods, tmo, Uncategorised |
Time needed: constantly 1 – 2 min
Why? Students who have questions are interested in the subject and topic.
When? Any time.
How? If you think about the how, you maid think ‚ya questions will come all the time, students will ask by-self‘. Yes if they are interested in the topic probably, but what about the situation that students are not interested? The answer is simple: as more interesting you create your lesson, as more you can expect that students will ask questions. Never finish a topic without forcing questions. Give in the end of any lesson an interesting point for the next lesson, so that students will have the chance to search and to be able to ask questions in your next lesson, make them interested in your topic, as more as you are interested in your own topic, as more you are searching for new information, for new daily life connected facts, as more students will be able to follow your curious energy.
Any risks? As long as students ask questions, as long they are following actively your class. Questions are good features of an interesting class. In general you can measure the quality of a lesson by the amount of questions which have been asked.
100 Teaching Methods, tmo, Uncategorised |
Time needed: 10 – 20 min
Why? To sort things, bring things in order, structure topics, built up cross connections is supporting structured learning strategies and working environment.
When? Every time students have to understand large systematic links and cross connections. This methodology can be used for all groups of students in any age level and class format, as well for nearly any subject. This methodology can be used all the time, as often as it is matches, students will learn naturally without pressure to start to think with structured systematic strategies.
How? In lower levels you can let them order things in colors, with sizes, numerous sorting, smaller and bigger, let them order pattern, weight, volume or start with senses. In higher levels you can use cross connections in nearly every topic, let them develop systematic concepts in small dimensions until big more complex systems. To use other methodologies like: let them make a video, is using the precondition of developing scenery, this is an example of sort and order items in higher more complex thinking.
Any risks? There is no risk, just only profit for students to start learning to think systematically.
100 Teaching Methods, tmo, Uncategorised |
Time needed: 5 – 10 min
Why? Quiz is a kind of game, and games are enjoyable and relaxing the lesson atmosphere. A quiz is always a very enjoyable possibility of controlling and check absorbed knowledge without putting students in a stressful test or examination situation.
When? Any time you need to check or evaluate absorbed knowledge in the end of one topic duration.
How? Prepare subject and content or topic connected review questions and ask students to answer it, or let students ask questions and their peers answer. You also can modify the winner criteria in different ways. The quickest answer, the most complete answer, the most brilliant idea, the most imaginatively concept……. is the winner. Never forget rewards!
Any risks? The only risk is that always the same students will answer, built up a quiz system that everyone will get the chance to answer, something like to give limited answer possibilities or a special created answer circle or code system. This also can be regulated that the winner will give the next chance to someone of his wish, those system ideas are endless. As more joy you yourself have to create a quiz full of phantasy as more students will enjoy the execution of the quiz.
100 Teaching Methods, tmo, Uncategorised |
Time needed: all morning or afternoon
Why? Void
When? Void
How? Void
Any risks? Void
100 Teaching Methods, tmo, Uncategorised |
Time needed: 45 minutes (or one lession)
Why? Every curriculum has to fulfill interdisciplinary teaching methodology, this is the perfect preparation of this methodology.
When? Any time you can see cross connective topics. Students enjoy such a different lesson.
How? Just ask the subject teacher from the cross connection you can see to help you preparing the lesson, in the best case, you can deliver the lesson together, that’s very effective and enjoyable for students.
Any risks? There is no risk, its a different lesson, and diversion of lesson execution, this will make the daily routine for students as well for the involved teachers enjoyable different. And to find and analyze cross connections is one of the very effective way of the complex live long learning strategy.
100 Teaching Methods, tmo, Uncategorised |
Time needed: 10 min
Why? To support students self-responsible learning strategies give them a task to teach to their class peers. This is supporting not just only the motivation from the student who got the task. It is also supporting other students motivation to give the same or better presentations. This is an ideal preparation for University system learning strategies, but also useful already in lower classes to get students used to such methodology.
When? Any time to introduce or continue a topic, as well as as control of absorbed knowledge.
How? Give students a topic and let them research as home work self-responsible for background information and let them teach those information to their class peers.
Any risks? The student who is preparing the micro-teaching could give out wrong information. Don’t be afraid about that, you can give the topic to all students, just one is preparing the presentation, so students will be a kind of self-control as well you are there to guide and correct the presenter. Of course you can also control the presentation material before the student is holding the micro-teaching, but this is always a bit taking the power and motivation out of the presentation, so better you correct mistakes while the micro-teaching.
100 Teaching Methods, tmo, Uncategorised |
Time needed: 15 – 20 min
Why? To let students work independent at a topic is supporting their research abilities and phantasy. As well to give them the task to write a story about a topic is supporting their self-responsible learning strategy and for most of the students really love to write their own experience about something.
When? You can do it in class in the beginning of one topic to find out what they know already, or you can also do it after a duration to control what they absorbed already. For the support of self-responsible learning strategies you can give those more complex stories as homework.
How? Give the students a topic and let them simple self-responsible write a story, this could be a real story which they experienced in their life, like: – topic: senses: that a student is writing about a zoo visit, and smelled different animals, knocked at windows and the animals react and so on, or that a boy cut the cat’s whiskers and how the cat react. (of course with strict advise to not do that and explanation why! Its just always happen, so better we explain it, why this is hurting a cat.) That would be a real life experience. Of course you also can give more complex stories, that they have to involve background, or you simple tell them to create a story. How the moons smells, how are the noises there, how feels the sand there, and how taste astronauts food.
Any risks? In class its just very time consuming, you have to calculate this, but its a good time filler for quick students to write such stories and later use it to read it to everyone, very enjoying. For everyone in class you can use that in the end of a school year when your syllabus is fulfilled and you want to offer some special work.
100 Teaching Methods, tmo, Uncategorised |
Time needed: 15 – 20 min
Why? To let students work independent at a topic is supporting their research abilities and phantasy. As well to give them the task to write a story about a topic is supporting their self-responsible learning strategy and for most of the students really love to write their own experience about something.
When? You can do it in class in the beginning of one topic to find out what they know already, or you can also do it after a duration to control what they absorbed already. For the support of self-responsible learning strategies you can give those more complex stories as homework.
How? Give the students a topic and let them simple self-responsible write a story, this could be a real story which they experienced in their life, like: – topic: senses: that a student is writing about a zoo visit, and smelled different animals, knocked at windows and the animals react and so on, or that a boy cut the cat’s whiskers and how the cat react. (of course with strict advise to not do that and explanation why! Its just always happen, so better we explain it, why this is hurting a cat.) That would be a real life experience. Of course you also can give more complex stories, that they have to involve background, or you simple tell them to create a story. How the moons smells, how are the noises there, how feels the sand there, and how taste astronauts food.
Any risks? In class its just very time consuming, you have to calculate this, but its a good time filler for quick students to write such stories and later use it to read it to everyone, very enjoying. For everyone in class you can use that in the end of a school year when your syllabus is fulfilled and you want to offer some special work.
100 Teaching Methods, tmo, Uncategorised |
Time needed: 5 – 10 min
Why? Everyone has dreams and everyone like to share those dreams. This method is promoting creativity, self evaluation, learning motivation and communication.
When? Any time if you need to check students abilities in communication, grammar or social skills.
How? Give the students the task to create their own CV in 10 years. Let them write down at paper about their profession, personal and educational achievements and personal social placements, after they wrote this down they can share it with their classmates. This is mostly connected to have a lot of fun in class while doing this.
Any risks? This could be very time-consuming that’s why it is very important that the teacher is giving clear instruction points which are important to answered or considered.
